EFL TEACHERS’ ATTITUDES AND EXPERIENCES ON THE IMPLEMENTATION OF MULTILITERACIES

Abstract

Previous studies have shown that the majority of teachers tend to be affirmative towards multiliteracies practices (Khairi & Retnaningdyah, 2018; Kustini et al., 2020). However, in the Indonesian context, there are relatively few studies in this field employing a case study design to reveal more detailed information specifically on teachers’ attitudes towards multiliteracies. This study was aimed at investigating teachers' attitudes towards the implementation of multiliteracies and teachers’ experiences regarding multiliteracies in the classroom. The participants were three English teachers from three private junior high schools located in Bandung, West Java, Indonesia. The data were collected using semi-structured interviews and the analysis reveals that all participants show mostly positive attitudes toward multiliteracies and they have some experience in implementing multiliteracies in several typical situations in their EFL classrooms. Some of the response shows mixed attitude; however, their experiences with multiliteracies are all positive. Moreover, the majority of teacher participants had positive intentions toward multiliteracies in their future classes. These findings shed light on multiliteracies pedagogical practices and further research directions